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Pushing In: A Guide to Enhancing Co-Teaching in the Inclusion Classroom With ESL Students

Pushing In: A Guide to Enhancing Co-Teaching in the Inclusion Classroom With ESL Students
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Author(s): Joy Cowdery (Muskingum University, USA)
Copyright: 2018
Pages: 22
Source title: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3955-1.ch003

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Abstract

This chapter examines the research that encourages co-teaching between the content specialist and the ESL teacher as a delivery model. Many schools are making a shift from ESL pull-out to ESL – mainstream co-teaching, or pushing in, because research suggests that co-teaching can be one of the most effective ways to meet the needs of the growing ESL population (Causton-Theoharis, 2008; Honigsfeld & Dove, 2008; Young, Smith, 2006). Collaborative teaching relationships are productive and rewarding, but of greater importance, ELL student achievement increases substantially in co-taught classes. Suggestions for enhancing the co-teaching experience for teachers and students is disseminated and analyzed.

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